Pregled bibliografske jedinice broj: 841701
Impact of Differentiated Instruction on Achievement in Teaching Mathematics to Lower-stage Grades
Impact of Differentiated Instruction on Achievement in Teaching Mathematics to Lower-stage Grades // Metodički obzori, 7(2012) (2012), 2; 15-29 (podatak o recenziji nije dostupan, original research paper, znanstveni)
CROSBI ID: 841701 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Impact of Differentiated Instruction on Achievement in Teaching Mathematics to Lower-stage Grades
Autori
Kadum-Bošnjak, Sandra ; Buršić-Križanec, Barbara
Izvornik
Metodički obzori (1846-1484) 7(2012)
(2012), 2;
15-29
Vrsta, podvrsta i kategorija rada
Radovi u časopisima, original research paper, znanstveni
Ključne riječi
differentiated instruction ; mathematics ; teaching ; grades ; lower-stage grades ; achievement
Sažetak
This paper prezents the results of a research which offers verification of the impackof differentiated instruction on achievement in mathematics in primary school students. The study was conducted on a samplz of 78 third-grade pupils. There were 38 pupils in the control group and 40 pupils in the experimental group. The results obtained in this study indicate that learning using differentiated instruction, compared against traditional teaching methods, contributed to a significant increare in the overall educational performance. The resulting t-value (t = 6.27 ; df = 76 ; p < .01) indicates that there are significant differences between the actud mean in the experimental group (34.19) and that produced in the control group (27.44).
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija
Citiraj ovu publikaciju:
Uključenost u ostale bibliografske baze podataka::
- Educational Research Abstracts, EBSCO Publishing, EJOL – Electronic Journals Online Library, DRJI – Directory of Research Journal Indexing, HRČAK, portal znanstvenih časopisa Republike Hrvatske.
